Susan Anne Joynson

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder is warm and affectionate. She provides a safe and homely environment, which gives children reassurance and helps them to feel safe. Children choose the toys they want to play with. The childminder uses children's interests to support their development. She extends children's learning by playing alongside them and demonstrating new ways to do things. For example, the childminder shows children how to manipulate pieces of a jigsaw puzzle. The childminder encourages children to learn about different sizes and shapes. Children are proud of their achievements. They clap with excitement and behave well.

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The provision is good

The childminder is aware that the COVID-19 (coronavirus) pandemic has limited children's ability to go out into their local community. She recognises that children's access to local playgrounds and indoor play gyms has been restricted. Therefore, the childminder plans many opportunities for children to develop their large-muscle skills. For example, children have access to the large, well-equipped garden. This ensures that children have ample space to move around. Children develop and practise new skills as they learn to climb and move their bodies. The childminder supports children who speak English as an additional language well. For instance, she uses key words in children's home language as well as in English. This helps children to learn English quickly, as they repeat new words and socialise with other children.

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need to do better?

n The childminder uses a range of strategies to plan activities that support children's speech and language development. She engages children in regular conversations throughout the day to extend and build on what they are doing. The childminder speaks clearly and uses repetition of language to help children say words correctly and build their vocabulary. She uses books and songs effectively as part of the daily routine, to further enhance the youngest children's language development. n The childminder supports children well to develop their mathematical skills. For instance, she incorporates counting and sorting into an activity to name fruits and vegetables. The childminder uses mathematical concepts and language with effect. For example, she asks children to find 'one more', or asks, 'Who has the most oranges?' This helps to develop children's understanding of quantity. n Overall, the childminder uses accurate self-evaluation to identify areas for

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need to do better?

development in her own practice. She values feedback from children and listens to their views and opinions. The childminder encourages parents to ask the children how they feel after a visit to her home. After a settling-in visit, one child said, 'I like that lady.' n Children enjoy a range of home-cooked meals. The childminder encourages

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need to do better?

6 July 2021 children to follow healthy lifestyles. She reminds children to drink water frequently and encourages them to eat fruit for their snack. Children learn to feed themselves and wash their hands before lunch. n The childminder has not developed links with staff from other settings that children attend. This means that she does not have a consistent approach to supporting children's learning, to help them to progress as well as possible. n The childminder is a positive role model. She consistently places a strong focus on building children's social skills to help support their good behaviour, kindness and respect for one another. Children use good manners. For instance, younger children finish their healthy snack and ask, 'Please can I leave the table?' n Children receive good support to develop their problem-solving skills. For example, they persevere to find different ways to remove the cars when they

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need to do better?

are stuck in the toy garage. n Partnerships with parents are positive. The childminder maintains a good level of communication with parents. She shares information about their children's routines and general progress. Parents comment that they love to see daily photos of their children happy in the setting. However, parents do not consistently receive information about their children's immediate next steps in learning, in order to keep up to date with their children's ongoing development.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The arrangements for safeguarding are effective. The childminder has an appropriate knowledge of safeguarding and child protection procedures. She is able to recognise signs and symptoms that indicate a child is at risk of abuse and neglect. The childminder is aware of wider safeguarding aspects, such as the 'Prevent' duty. She attends safeguarding training to keep her knowledge up to date and knows who to contact should she have any concerns. The childminder knows how to respond to allegations about herself or family members. She keeps equipment and the premises clean and tidy. The childminder is first-aid trained.

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should:

n explore further ways to communicate with staff at other settings that children also attend, to strengthen consistency in children's learning experiences even further n enhance information-sharing with parents, particularly regarding children's next steps in learning, to support children's continued learning at home.

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Setting details

Unique reference number EY559508 Local authority Leeds Inspection number 10190409 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in the Kippax area of Leeds. She operates all year round from 7am to 7pm, Monday to Saturday, except for family holidays. The childminder provides funded early education for three-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n A sample of relevant documentation was viewed by the inspector, including suitability documents and policies. n The inspector and the childminder evaluated the quality of education and children's learning during an activity delivered by the childminder. n The inspector spoke with the childminder, parents and children at appropriate times during the inspection. The inspector also viewed written feedback from parents and took account of their views. n The childminder and the inspector had a learning walk of the setting to understand how the childminder organises the curriculum.

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Inspection activities

6 July 2021 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

6 July 2021 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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